CEE TEL Design Group Work Online Developing Group Work Roles within Groups
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Help your students to identify and fulfil the roles they adopt in their groups by explaining how different roles are important at different stages of group projects.
Below are descriptions of these stages, and how different roles contribute at different times towards successful group outcomes.
Roles include:
The Energiser
Stimulates the group to take actionThe Encourager
Provides affirmation to other group membersThe Initiator/Contributor
Proposes ideas or ways of working
Roles include:
The Orienter
Reflects, summarises group positionThe Opinion Seeker
Requests input from group members to ensure multiple perspectives are consideredThe Opinion Giver
Provides opinion for the group to considerThe Information Seeker
Seeks clarification of ideas, identifies information needed and researchesThe Information Giver
Provides factual information from research and experienceThe Recorder
Takes minutes
Roles include:
The Gatekeeper/Expediter
Regulates discussion to ensure all have a sayThe Harmoniser
Negotiates and conciliates difficult discussionsThe Compromiser
Offers to change position for group’s benefit
Roles include:
The Procedural Technician
Facilitates progress by organising logisticsThe Elaborator
Develops others ideas and adds detail to progress group productThe Coordinator
Links and aligns ideas to form cohesive group product
Roles include:
The Evaluator/Critic
Compares progress and product to goals and assessment criteriaThe Observer/Commentator
Provides feedback to group
Dysfunctional roles were also identified
Look out for The Aggressor, The Blocker, The Dominator and The Disrupter: these roles rarely assist group cohesion or effectiveness. Ask students to reflect on their ability to play different roles and the likelihood of adopting of dysfunctional roles. Reflection templates could include strategies for self-management to minimise the expression of dysfunctional roles.
Additional reading
- Benne, K. and Sheats, P. (1948). Functional roles of group members. Journal of Social Issues, 4 (2), 41-49